Reading

Students read a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. English learners may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for English learners to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) equal with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text.

• Organize reading texts into small parts.

• Provide books and texts at the student’s level of understanding/ activities to measure the student’s understanding can include drawing, use of native language, and partner discussion.

• Practice words used often (high frequency words) and key vocabulary.

• Use visuals and linguistic supports (such as closed captioning, reading out loud, anchor charts, and vocabulary.)

• Provide dictionaries (ESL, Bilingual, standard English dictionary, monolingual foreign language dictionary, dictionary/thesaurus, picture dictionary, sign language dictionary, Google Translate, etc.)